Here is the ISBN for the book its coming from
Global Health care ed 2
9781449679590
Theorize how the economics, politics, geographical location, technology, and cultures affect the health and healthcare of residents of Israel in relation to Israel’s major health issues.
Compare and contrast the health and healthcare system of the country of Georgia with other countries established from the former Soviet Union and other developing countries.
CASE STUDY: PANAMANIAN CHALLENGES TO CARE
McDowell Memorial Medical Center and a state university have joined forces to sponsor sending 10 nursing students and 10 nursing staff to Panama for a 2-week cross-cultural learning experience. Students and staff come from maternal–child, pediatric, medical–surgical, community, and psychiatric nursing. All students and staff identify with the dominant American culture. Only one student and two staff nurses have traveled outside the United States; their travel experiences were in Rio de Janeiro, Brazil; Ontario, Canada; and London, England. Three of the participants have limited experience with the Spanish language from high school; the remainder know only a few expressions in Spanish.
Brenda Polek, a nurse manager from the Medical Center, and Alan Hardy, a faculty member from the university, will accompany the group. Both feel they have a “fair” understanding of the Spanish language. The main reason for students to participate in this experience is to complete an elective course on international nursing. Multidisciplinary staff nurses are participating in the trip to specifically learn about the Panamanian culture because the medical center has increasing numbers of Panamanians on maternal–child, pediatric, and medical–surgical inpatient units and outpatient departments. All students and staff will be housed with Panamanian families throughout their travels.
All students in this cultural immersion experience will be able to attend classes in the nursing programs while in Panama. When in the clinical areas, staff and students will be accompanied with staff nurses in outpatient clinics and on inpatient units. Not all students and staff will get the same clinical rotations. They will be in formal learning experiences 4 days each week and have 3 days each week for traveling and sightseeing. Journaling, in which students and staff record their observations and experiences, will be a large part of this program.
Brenda Polek and Alan Hardy, in conjunction with faculty and staff in Panama, will arrange housing and clinical experiences; some of them will be with indigenous Indian groups. The students and staff nurses will plan any other details before they leave for Panama.
Case Study Questions
1.
How would you feel about staying with a family in Panama if you do not speak the Spanish language well?
2.
How might you prepare to improve your Spanish language skills before you depart from home?
3.
What are the passport and visa requirements for traveling to Panama? (These requirements will change depending on your country of origin.)
4.
Which vaccinations or medications will you take before you leave home? Where will you go to find out what is currently recommended for traveling to Panama?
5.
What do you need to know about verbal communication practices of Panamanians so as not to violate social taboos?
6.
What do you need to know about nonverbal communication practices of Panamanians so as not to violate social taboos?
7.
How might you go about visiting a traditional healer while in Panama?
8.
A few Panamanians, especially the younger generation, are anti-American because of U.S. influence in the Canal Zone, the environmental concerns left by the military in the Canal Zone, and the Manuel Noriega experience. How might you handle negative comments from Panamanian students about Americans?
9.
What do you need to know about arthropod-borne diseases and food-borne and waterborne illnesses you may encounter on your trip?
10.
Make a list of at least 10 strategies to maintain your health, your personal safety, and the safety of your group while traveling in Panama.
CASE STUDY: CROSS-CULTURAL LEARNING
McDowell Memorial Medical Center and a state university have joined forces to sponsor sending 10 nursing students and 10 nursing staff to Panama for a 2-week cross-cultural learning experience. Students and staff come from maternal–child, pediatric, medical–surgical, community, and psychiatric nursing. All students and staff identify with the dominant American culture. Only one student and two staff nurses have traveled outside the United States; their travel experiences were in Rio de Janeiro, Brazil; Ontario, Canada; and London, England. Three of the participants have limited experience with the Spanish language from high school; the remainder know only a few expressions in Spanish.
Brenda Polek, a nurse manager from the Medical Center, and Alan Hardy, a faculty member from the university, will accompany the group. Both feel they have a “fair” understanding of the Spanish language. The main reason for students to participate in this experience is to complete an elective course on international nursing. Multidisciplinary staff nurses are participating in the trip to specifically learn about the Panamanian culture because the medical center has increasing numbers of Panamanians on maternal–child, pediatric, and medical–surgical inpatient units and outpatient departments. All students and staff will be housed with Panamanian families throughout their travels.
All students in this cultural immersion experience will be able to attend classes in the nursing programs while in Panama. When in the clinical areas, staff and students will be accompanied with staff nurses in outpatient clinics and on inpatient units. Not all students and staff will get the same clinical rotations. They will be in formal learning experiences 4 days each week and have 3 days each week for traveling and sightseeing. Journaling, in which students and staff record their observations and experiences, will be a large part of this program.
Brenda Polek and Alan Hardy, in conjunction with faculty and staff in Panama, will arrange housing and clinical experiences; some of them will be with indigenous Indian groups. The students and staff nurses will plan any other details before they leave for Panama.
Case Study Questions
1.
How would you feel about staying with a family in Panama if you do not speak the Spanish language well?
2.
How might you prepare to improve your Spanish language skills before you depart from home?
3.
What are the passport and visa requirements for traveling to Panama? (These requirements will change depending on your country of origin.)
4.
Which vaccinations or medications will you take before you leave home? Where will you go to find out what is currently recommended for traveling to Panama?
5.
What do you need to know about verbal communication practices of Panamanians so as not to violate social taboos?
6.
What do you need to know about nonverbal communication practices of Panamanians so as not to violate social taboos?
7.
How might you go about visiting a traditional healer while in Panama?
8.
A few Panamanians, especially the younger generation, are anti-American because of U.S. influence in the Canal Zone, the environmental concerns left by the military in the Canal Zone, and the Manuel Noriega experience. How might you handle negative comments from Panamanian students about Americans?
9.
What do you need to know about arthropod-borne diseases and food-borne and waterborne illnesses you may encounter on your trip?
10.
Make a list of at least 10 strategies to maintain your health, your personal safety, and the safety of your group while traveling in Panama.
Business Panama. (2009). Panama at a glance. Retrieved from http://www.businesspanama.com/about_panama/glance.php
City of Panama. (2009). Information technology in Panama. Retrieved from http://www.e-panama.gob.pa/foro/forum_program.htm